• Name of Observer:

  • Name of Dual Observer:

  • Name of Observee:

  • Course Code:

  • Curriculum Area:

  • Type of Provision:

  • No of Students Present:

  • No of Students on Register

  • % Attendance Plus % attendance over the last 3 weeks

  • Gender Split (M/F)

  • Title/Topic:

  • Documentary Evidence (Tick all that apply)

The Observation Record

Personal Development, Behaviour & Welfare

  • How well do learners arrived prepared to start the session?

  • How well are learners engaged at start of session

  • How do learners interact with each other and respect each others views?

Teaching, Learning and Assessment

  • How well are Group/Individual Objectives used to stretch learners

  • How well is session planned to take into account individual learner needs taking into account starting points

  • How well do the learners benefit from the subject knowledge of lecturers/assessors

  • How well are learners making progress - against session/unit/module

  • How well are alI learners supported to reach their potential

  • To what extent is ILT/E-Learning/ Digital technology promoted and embedded. How effective is this in developing learners skills

  • How well do learners receive constructive feedback so they can improve their skills knowledge and understanding

  • How well are opportunities planned to promote E&D, British Values, positive role models and safe working practice

  • Are learners making sufficient progress over the unit to achieve their target grade?


  • How well does assessment meet individual learning objectives/targets

  • Do learners benefit from challenging differentiated questioning to assess progress

  • How well are English/Communication/ Maths promoted and delivered and skills developed

  • Is the learning environment meeting industry standards, including health & safety

  • Learners Views Do learners know their targets? What feedback do learners get? Does this help them improve? Are learners enjoying sessions? What have they learned/skills developed? What happens if they fall behind?

  • Is LSA support planned and used effectively to support learners additional needs

  • Identified Good Practice to be shared

  • State method of dissemination

Observation Standards

Action Plan

  • Evidence of effective planning to meet all learners' individual needs

  • Actions

  • Evidence that all learners are inspired and challenged to maximise individual learner progress

  • Actions

  • Evidence that learners are making good or better progress at the expected level. Know what to do to improve, based on clear and constructive feedback.

  • Actions

  • Evidence that teaching develops learners' personal, social and employablity skills

  • Actions

  • To evidence what all learners need to do to improve.

  • Actions

  • Is a Re-observation required?

  • Signature Observer:

  • Select date

  • Signature Observee:

  • Select date

The templates available in our Public Library have been created by our customers and employees to help get you started using SafetyCulture's solutions. The templates are intended to be used as hypothetical examples only and should not be used as a substitute for professional advice. You should seek your own professional advice to determine if the use of a template is permissible in your workplace or jurisdiction. Any ratings or scores displayed in our Public Library have not been verified by SafetyCulture for accuracy. Users of our platform may provide a rating or score that is incorrect or misleading. You should independently determine whether the template is suitable for your circumstances. You can use our Public Library to search based on criteria such as industry and subject matter. Search results are based on their relevance to your search and other criteria. We may feature checklists based on subject matters we think may be of interest to our customers.